SCRE Forum 2001 New Perspectives on Learning

Infusing Thinking Skills, Problem Solving and Learning to Learn into Content Instruction: A case in Computing

Infusing Thinking Skills, Problem Solving and Learning to Learn into Content Instruction: A case in Computing

 For most people – even some university students – the method of learning is ‘no method’: you expose yourself to the possibility of learning – by reading or listening or sometimes just attending classes, and you hope that learning will take place. Of course it does, but often very inefficiently.

Developing children’s thinking skills will allow children to make sense of subject matter at a deep level, to exercise critical judgement and think creatively, to solve problems and reach sound decisions in their everyday lives, to regulate their own learning and thinking processes, to collaborate effectively and to gain in self confidence and self esteem.

Some learning strategies are; orientation to the task or problem; planning ahead; monitoring one’s performance during task completion to identify areas of difficulty; checking; revising and finally self-testing.

A mixed-ability class of students in S3/S4 was taught these skills through a computer programming and problem solving class. The students found the collaborative setting of the research useful in terms of motivation self esteem and achievement.

Delivery of The Curriculum to Disengaged Young people in Scotland

Kay Kinder and Sally Kendall, National Foundation for Educational Research, York

The presentation focused on changing the curriculum by adapting the content of learning and the teaching approach. The students were taken out of mainstream teaching, and through a youth strategy worker, were given activity-based learning. Vocational skills eg in hospitals, catering or car mechanics, were explored kindling interest in disaffected students as they could see the value in the work. Drugs education was given through football. The children were brought back on track by reaching them through their interests, by listening to them, and by providing them with continuity and progression. 

Learning in Groups: Promoting Productive Interaction.

Christine Howe, Department of Psychology, University of Strathclyde

The research was about how to organise groups to maximise outcome. It is already established that collaborative group work and whole class teaching are both essential in the classroom. We were shown two different techniques around conceptual learning. One involved lively debate between pre-school children, when the children were guessing and evaluating a puzzle until they all agreed on the answer. The other was drawing out information through questions. The former was productive in terms of learning, whereas the latter was non productive. In promoting productive interaction, tasks must be carefully structured, to provide relevant opportunities (eg. via workbook instructions). Care also must be given to ensure individuals are fully committed, allowing enough time to complete the discussion and for reflection.